A part of 8.2 Inquiry on Teaching and Learning Poster + Talk
Elham Marzi, Assistant Professor, Teaching Stream, ISTEP
Assessments and tests are a component of how learning is evaluated. Through the pandemic educators in all levels of learning institutions found themselves in pursuit of assessment approaches that could maintain academic integrity while also accurately assessing student learning and performance remotely. In many cases educators demonstrated creativity paired with adaptive methods and developed pedagogy that provided an accurate measure of student knowledge retention and understanding in the process. In this presentation twelve semesters of courses (25-30 sections) are examined to determine the impact of using closed-book supervised compared with open-book take-home assessments on overall student performance, equitable access, and inclusive design. In both assessment approaches Bloom’s learning taxonomies were used to ascertain student learning and retention.
Elham, congratulations in pursuing this inquiry. The quest for exploring new approaches has certainly been heightened over these last 2 years. How will your findings and the process of carrying out this inquiry influence your future approaches to assessment, and why? All the best and hope this line of work continues!